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The relationship between perceived e...

Williamson, Daniel G.

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The relationship between perceived early childhood family influence, attachment, and academic self-efficacy: An exploratory analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between perceived early childhood family influence, attachment, and academic self-efficacy: An exploratory analysis./
作者:	Williamson, Daniel G.
面頁冊數:	84 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2495.
Contained By:	Dissertation Abstracts International66-07A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3181916
ISBN:	9780542229176

The relationship between perceived early childhood family influence, attachment, and academic self-efficacy: An exploratory analysis.
Williamson, Daniel G.

The relationship between perceived early childhood family influence, attachment, and academic self-efficacy: An exploratory analysis. - 84 p.

Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2495.

Thesis (Ph.D.)--Baylor University, 2005.

This study sought to determine whether relationships existed between perceived early childhood family influences, adult attachment style, and academic self-efficacy among young college students. Results were based on data collected from 304 college students attending two Central Texas community colleges and one Central Texas university. Research questions included: Is there a relationship between perceptions of early childhood family influence and attachment?; Is there a relationship between perceived early childhood family influence as measured by the Perceived Early Childhood Family Influence Scale (PECFIS), adult attachment (Attachment Style Questionnaire---ASQ), and academic self-efficacy (College Academic Self-Efficacy Scale---CASES)?; Can perceived early childhood family influence and adult attachment serve as accurate predictors of perceived academic self-efficacy? Multiple regression analysis involved searching for a model that could be used for predicting academic self-efficacy and correlational analysis seemed to support various perspectives from previous research including the connections between perceptions of early childhood family influence and internal working models of adult attachment. Analysis indicated that participants in the sample population, possessing strong positive feelings towards recollections of early childhood family influences, also possessed greater confidence in themselves and in others as well as greater perceptions of academic self-efficacy.

ISBN: 9780542229176Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The relationship between perceived early childhood family influence, attachment, and academic self-efficacy: An exploratory analysis.
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245 1 4 $a The relationship between perceived early childhood family influence, attachment, and academic self-efficacy: An exploratory analysis.
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500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2495.
500 $a Chair: Richard E. Watts.
502 $a Thesis (Ph.D.)--Baylor University, 2005.
520 $a This study sought to determine whether relationships existed between perceived early childhood family influences, adult attachment style, and academic self-efficacy among young college students. Results were based on data collected from 304 college students attending two Central Texas community colleges and one Central Texas university. Research questions included: Is there a relationship between perceptions of early childhood family influence and attachment?; Is there a relationship between perceived early childhood family influence as measured by the Perceived Early Childhood Family Influence Scale (PECFIS), adult attachment (Attachment Style Questionnaire---ASQ), and academic self-efficacy (College Academic Self-Efficacy Scale---CASES)?; Can perceived early childhood family influence and adult attachment serve as accurate predictors of perceived academic self-efficacy? Multiple regression analysis involved searching for a model that could be used for predicting academic self-efficacy and correlational analysis seemed to support various perspectives from previous research including the connections between perceptions of early childhood family influence and internal working models of adult attachment. Analysis indicated that participants in the sample population, possessing strong positive feelings towards recollections of early childhood family influences, also possessed greater confidence in themselves and in others as well as greater perceptions of academic self-efficacy.
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